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Fenwick, Lisl; Herrington, Michele – Language and Education, 2022
Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of…
Descriptors: Case Studies, Teaching Methods, Biology, Science Instruction
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Lee, James F. – Hispania, 2019
The present study compared the performance of two groups of second language learners processing three linguistic structures in Spanish. The linguistic targets were passives, object pronouns in O[subscript pro]VS sentences, and gender-cued null subjects in subordinate clauses. The primary differences between the two groups were language experience…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Language Processing
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Hatoss, Anikó – Australian Review of Applied Linguistics, 2019
Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural…
Descriptors: Experiential Learning, Cultural Awareness, Intercultural Communication, Teaching Methods
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Tudini, Vincenza – Language Learning Journal, 2018
University students who enrol in foreign language (FL) programmes are motivated by various needs, but in particular the need to achieve communicative fluency, which generally requires interaction with others. This study therefore explores the notion of 'interactivity,' as conceptualised in second language learning theories and how it might be…
Descriptors: Second Language Learning, Blended Learning, College Students, Learning Theories
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Iwashita, Noriko – Studies in Second Language Acquisition, 2003
This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary…
Descriptors: Second Language Learning, Grammar, Feedback (Response), Japanese